The historical research on the movement of educational popularism (and more broadly, popularism) has advanced significantly, at least in relation to other areas in the History of Modern Greek Education. We already know quite a bit about the contribution of specific individuals to the emergence, development, and diffusion of the movement, with notable cases such as Psychari for his pivotal role in the literary field and Glinos, Delmouzos, Triantafyllidis, Kontouras for their actions in the field of education.

We also know quite a bit about the collectives that expressed or were connected with popularism: the Educational Group, Sociologists, Socialists, the Student Fellowship, the various associations of popularists, and even about certain professional-social categories that showed increased participation in the movement (e.g., for popularist doctors).

One would expect, therefore, that research would also expand to that group called to implement the linguistic-educational reform in schools: teachers. However, this area remains unexplored, raising the question: is it an infertile area, or does the absence of studies indicate an unconscious undervaluation of the role of teachers in shaping the respective educational policy?

[Excerpt from the text on the back cover of the edition]